Abstract The authors of this article describe the design and implementation of a multi-site rando... more Abstract The authors of this article describe the design and implementation of a multi-site randomized controlled trial of team-based learning (TBL) application exercises (AE) in introductory economics courses that use TBL. For each of the four study modules that are common across sites, a site is assigned to either the treatment or control version of the module. This design enables the use of a fixed effects model to estimate the effect of treatment on student learning and control for student characteristics. The methodology demonstrates how to extract the benefits of multi-site randomized controlled designs using a minimum of resources. The authors also discuss the challenges and the lessons learned in this study.
In this article, the authors describe how Team-Based Learning (TBL) intentionally promotes learni... more In this article, the authors describe how Team-Based Learning (TBL) intentionally promotes learning strategies that learning sciences research has identified as highly effective to create powerful learning environments for students. The article illustrates how learning sciences principles and research findings inform and support the TBL framework, focusing on six evidence-based learning science strategies: (1) effortful retrieval practice; (2) spaced/distributed retrieval practice; (3) self-elaboration; (4) use of activities employing concrete examples; (5) appropriate sequencing of direct instruction and student exploration; and, (6) repeated use of highly-structured group-based activities throughout a course. The systematic and intentional integration of these strategies in TBL classes creates the potential for powerful learning relative to courses that fail to intentionally take into account learning sciences research in their design and pedagogy.
Abstract The authors of this article describe the design and implementation of a multi-site rando... more Abstract The authors of this article describe the design and implementation of a multi-site randomized controlled trial of team-based learning (TBL) application exercises (AE) in introductory economics courses that use TBL. For each of the four study modules that are common across sites, a site is assigned to either the treatment or control version of the module. This design enables the use of a fixed effects model to estimate the effect of treatment on student learning and control for student characteristics. The methodology demonstrates how to extract the benefits of multi-site randomized controlled designs using a minimum of resources. The authors also discuss the challenges and the lessons learned in this study.
Abstract Instructors of active-learning classes in economics face the challenges of motivating st... more Abstract Instructors of active-learning classes in economics face the challenges of motivating students to prepare before class and engaging fully in class activities. Team-based learning (TBL) pedagogy meets these challenges by (1) placing students in fixed, instructor-created teams that develop the ability to work productively together, (2) holding students accountable to the instructor and their teammates both for their efforts to prepare before class and for their ability to interact constructively with teammates, and (3) presenting learning activities in a highly-structured course format that provides students multiple opportunities to express their understanding and receive feedback from peers. The authors of this article describe how the elements of TBL courses work in concert to motivate student out-of-class preparation and in-class engagement to increase student learning of economics.
Abstract The authors of this article describe the design and implementation of a multi-site rando... more Abstract The authors of this article describe the design and implementation of a multi-site randomized controlled trial of team-based learning (TBL) application exercises (AE) in introductory economics courses that use TBL. For each of the four study modules that are common across sites, a site is assigned to either the treatment or control version of the module. This design enables the use of a fixed effects model to estimate the effect of treatment on student learning and control for student characteristics. The methodology demonstrates how to extract the benefits of multi-site randomized controlled designs using a minimum of resources. The authors also discuss the challenges and the lessons learned in this study.
In this article, the authors describe how Team-Based Learning (TBL) intentionally promotes learni... more In this article, the authors describe how Team-Based Learning (TBL) intentionally promotes learning strategies that learning sciences research has identified as highly effective to create powerful learning environments for students. The article illustrates how learning sciences principles and research findings inform and support the TBL framework, focusing on six evidence-based learning science strategies: (1) effortful retrieval practice; (2) spaced/distributed retrieval practice; (3) self-elaboration; (4) use of activities employing concrete examples; (5) appropriate sequencing of direct instruction and student exploration; and, (6) repeated use of highly-structured group-based activities throughout a course. The systematic and intentional integration of these strategies in TBL classes creates the potential for powerful learning relative to courses that fail to intentionally take into account learning sciences research in their design and pedagogy.
Abstract The authors of this article describe the design and implementation of a multi-site rando... more Abstract The authors of this article describe the design and implementation of a multi-site randomized controlled trial of team-based learning (TBL) application exercises (AE) in introductory economics courses that use TBL. For each of the four study modules that are common across sites, a site is assigned to either the treatment or control version of the module. This design enables the use of a fixed effects model to estimate the effect of treatment on student learning and control for student characteristics. The methodology demonstrates how to extract the benefits of multi-site randomized controlled designs using a minimum of resources. The authors also discuss the challenges and the lessons learned in this study.
Abstract Instructors of active-learning classes in economics face the challenges of motivating st... more Abstract Instructors of active-learning classes in economics face the challenges of motivating students to prepare before class and engaging fully in class activities. Team-based learning (TBL) pedagogy meets these challenges by (1) placing students in fixed, instructor-created teams that develop the ability to work productively together, (2) holding students accountable to the instructor and their teammates both for their efforts to prepare before class and for their ability to interact constructively with teammates, and (3) presenting learning activities in a highly-structured course format that provides students multiple opportunities to express their understanding and receive feedback from peers. The authors of this article describe how the elements of TBL courses work in concert to motivate student out-of-class preparation and in-class engagement to increase student learning of economics.
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